I took a big leap today. I stepped off the podium, turned the marching band over to my drum majors, and told them I wanted them to run our music rehearsal this morning. I assured them I would step in if necessary, but my goal was to step back and give them the space to grow from this experience. I affirmed that I trusted each of them and their ears, and expressed that wanted our new piece of music to be theirs. A project just for them. And they DELIVERED.
As educators, we seek to help students develop an understanding of the world around them through providing experiences, resources, and knowledge. When students are self-motivated, believe themselves capable of success, and are able to do so apart from the guidance of a coach or teacher, then we know as educators we are on the right track. Viewing that goal through the lens of a band director seems to naturally translate well and simply enough: I want my students to not only create great music, but believe themselves capable of being successfully musical outside of the rehearsal hall.
This idea of musical self-efficacy permeates *so* much of my own teaching philosophy. And while wanting my students to see themselves as capable of successfully making music both in and out of the classroom seems like a simple goal, getting there is anything but simple. Unpacking the ideas behind self-efficacy and independence is not easy work. There are SO many variables and psychological attributes that contribute to one's self-concept that I'm not sure anyone will ever necessarily be able to completely unpack them all. (I recall reading a lot of research from Gary McPherson and others in grad school as I attempted to scratch the surface.) Although it can be overwhelming, what I have been able to use in my humble attempts at applying that research to my own teaching is to pick some attributes to focus on and develop as we push on towards cultivating musical independence.
One of my favorites to focus on is leadership. Honest-to-goodness, I'll lift you up, we-is-better-than-me leadership. So much of what is required for effective leadership is also necessary for musical self-efficacy and independence: Ownership. Trust. Respect. Honesty. Integrity. Stewardship. We've done a lot of leadership development up to this point-- workshops, readings, discussions-- but today has me even more excited for practical applications.
The day every student in my classroom recognizes they are truly leaders of their own music, their own learning, their own outlook, their own lives- THAT is the day that I look forward to with my whole heart. It's what keeps me going and helps pull me out of bed at 4:30am for those early AM marching band rehearsals. And today, that leap got me one step closer to that day.
I'm ready to set the alarm and do it again.
As educators, we seek to help students develop an understanding of the world around them through providing experiences, resources, and knowledge. When students are self-motivated, believe themselves capable of success, and are able to do so apart from the guidance of a coach or teacher, then we know as educators we are on the right track. Viewing that goal through the lens of a band director seems to naturally translate well and simply enough: I want my students to not only create great music, but believe themselves capable of being successfully musical outside of the rehearsal hall.
This idea of musical self-efficacy permeates *so* much of my own teaching philosophy. And while wanting my students to see themselves as capable of successfully making music both in and out of the classroom seems like a simple goal, getting there is anything but simple. Unpacking the ideas behind self-efficacy and independence is not easy work. There are SO many variables and psychological attributes that contribute to one's self-concept that I'm not sure anyone will ever necessarily be able to completely unpack them all. (I recall reading a lot of research from Gary McPherson and others in grad school as I attempted to scratch the surface.) Although it can be overwhelming, what I have been able to use in my humble attempts at applying that research to my own teaching is to pick some attributes to focus on and develop as we push on towards cultivating musical independence.
One of my favorites to focus on is leadership. Honest-to-goodness, I'll lift you up, we-is-better-than-me leadership. So much of what is required for effective leadership is also necessary for musical self-efficacy and independence: Ownership. Trust. Respect. Honesty. Integrity. Stewardship. We've done a lot of leadership development up to this point-- workshops, readings, discussions-- but today has me even more excited for practical applications.
The day every student in my classroom recognizes they are truly leaders of their own music, their own learning, their own outlook, their own lives- THAT is the day that I look forward to with my whole heart. It's what keeps me going and helps pull me out of bed at 4:30am for those early AM marching band rehearsals. And today, that leap got me one step closer to that day.
I'm ready to set the alarm and do it again.
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